The Effect of Positive Youth Development Based Online Resilience Psychoeducation Programme on Resilience Level

The aim of this study is to develop and test the effectiveness of the Positive Youth Development-Based Online Resilience Psychosocial Education Programme designed for pre-school teachers. The research was designed as a mixed-methods study with an experimental and control group (2x3) design, involving pre-test, post-test and retention measurements. A total of 36 pre-school teachers participated in the study, comprising 18 from the experimental group and 18 from the control group. The experimental group was administered the ‘Online Resilience Psycho-Educational Programme Based on Positive Youth Development for Pre-school Teachers’ (8 sessions), developed by the researcher. No programme was administered to the control group. Data were collected using the Adult Resilience Scale before and after the psycho-educational programme. Following completion of the experimental procedure, an ANCOVA analysis for 2x2 mixed measures was conducted, with pre-test scores treated as a covariate, to test the effectiveness of the programme. To assist in interpreting the data obtained in the study, a reflective diary (participant diary) was used and focus group discussions were held to examine participants’ views on the programme’s effects. A descriptive analysis was carried out on the qualitative data obtained, and two main themes were identified: the effects of the sessions and the effect of the programme. In the second stage, the sub-themes of competence, self-confidence, relationships, compassion/caring, character strengths, problem-solving and coping were established under the main theme of ‘the effects of the session’; whilst under the main theme of ‘the programme’s impact’, the sub-themes of self-confidence development, problem-solving and competence development, relationship development, social engagement and positive outcomes were established. According to the quantitative findings of the study, a significant difference was found between the pre-test and post-test scores of teachers in the experimental group on the Adult Resilience Scale, specifically in the sub-dimensions of self-efficacy, internal locus of control, perseverance, coping, and adaptation, with the exception of the family and social networks sub-dimension. These findings indicate that the psycho-educational programme implemented led to an increase in the levels of resilience, self-efficacy, internal locus of control, perseverance, coping, and adaptation among teachers in the experimental group. Furthermore, no significant difference was found between the post-test and retention test scores obtained by the teachers in the experimental group on the Adult Resilience Scale across the sub-dimensions of self-efficacy, internal locus of control, perseverance, coping, and adaptation. The retention test findings indicated that this effect persisted for three weeks following the psycho-educational intervention provided to the experimental group. The results were discussed within the context of the relevant literature. Recommendations were made to researchers and field experts based on the information derived from the research findings.